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Review
Despite the endeavors of error analysis studies, confusing terms and abundant articles fail to provide
English as a Second Language (ESL) teachers concise and attainable knowledge. The present article is
to revisit examinations on Second Language (L2) grammatical errors in previous studies and provide
ESL teachers fundamental knowledge to assist ESL learners approaching their second language
proficiency. In terms of ESL pedagogy, Contrastive Analysis (CA), Error Analysis (EA), and
Interlanguage (IL) serve as investigation means of error analysis for effective ESL instruction. For
instance, teachers can utilize CA to guide L2 learners to identify differences between First Language
(L1) and L2 and form new habits in their L2 by reinforcement instruction. Complementarily, EA then
aims at studying L2 learners error productions, that display their internalized rules of L2 and error
features in every level of developing order, and establishing systematic rules on L2 development. At
last, IL means a L2 learners transitional competence between L1 and L2 and this competence shows a
unique linguistic system varied with learners learning backgrounds.
Keywords: Error analysis, ESL teaching, grammatical errors.
INTRODUCTION
From Contrastive Analysis (CA), Error Analysis (EA), to
Interlanguage (IL), researchers attempt to provide ways
of analysis, examinations of L2 errors, and effective
methods for second language acquisition. According to
Corders (1967) statement on the usefulness of error
analysis, language teachers can utilize error analyses to
instruct Second Language (L2) learners to notice their
errors, examine First Language (L1) and L2 linguistic
systems, and monitor L2 productions. Through
embedding error analyses in process of English as a
Second Language (ESL) teaching, L2 learners errors
could be diagnosed, anticipated, eliminated, and
corrected.
However, despite the endeavors of error analysis
studies, confusing terms and abundant error analysis
articles fail to provide ESL teachers concise and
attainable knowledge (Mahmoud, 2013). The present
article is to review examinations on L2 grammatical errors
in previous studies and provide ESL teachers
fundamental knowledge to assist ESL learners
approaching their second language proficiency. The
review covers the definition of grammatical errors,
error studies including (CA), (EA) and (IL) in second
Error analysis
CAH assumes that L2 errors are due to negative L1
transfer but fails to explain all L2 errors. Instead of
Hsu 515
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